Town of Newton annual report 1878-1879, Part 12

Author: Newton (Mass.)
Publication date: 1878
Publisher: Newton (Mass.)
Number of Pages: 476


USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1878-1879 > Part 12


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During the winter of 1877 and 1878 no classes were formed. It was hoped that for the winter of 1878 and 1879 the attendance would indicate an increased in- terest.


Col. A. Hun Berry was employed to take charge both of the mechanical and freehand drawing. In October, classes were formed at the High-school building, New-


71


DRAWING.


tonville, and at the Mason School at Newton Centre. In January, Col. Berry, having been appointed by the governor adjutant-general of the State, resigned his position in Newton. Mr. Miller was recommended by Gen. Berry as his successor, and was employed by the Committee. Both these gentlemen were competent in- structors. But the class at Newton Centre was largely made up of young pupils, members of the high and grammar schools. The class at Newtonville had a larger proportion of adults ; but in neither case could the results be considered fairly commensurate with the expenditure made.


Your Committee are forced to the conclusion that there is not at present sufficient interest felt in the matter to justify the formation of classes in industrial drawing, and, until there shall be a more manifest de- mand for it, would recommend that no more money shall be expended in that direction than the laws of the State require.


Respectfully submitted. JAMES S. NEWELL, Chairman:


2


REPORT ON MUSIC.


THE Committee on Music. in their report a year ago, directed attention to the action of the School Committee, by which a special instructor in this department was dis- continued. Yielding to the pressure of the call for retrenchment. the Board, after a long and earnest dis- cussion. finally voted to give over the music into the charge of the regular teachers, and thus save this one item of expense to the city treasury. But the experi- ment has proved a costly one. Though we require of all our teachers an ability to instruct in music, and though effort was not spared by your Committee, aided by masters and teachers, to keep up the department, it was evident, even after a short trial, that the music was declining. Your Committee were therefore compelled, a year ago, to report that "the expectation that the teachers would care for the music in their respective rooms, and not allow the department to run down on their hands," had not been realized, and that the necessity for a special teacher had been demonstrated. The present year's experience has only strengthened this conviction. We gladly recognize the efficient service of a portion of the teachers, whose special cul- ture, or exceptional gifts of nature, have come to their aid; but it has been made evident that the


73


MUSIC.


majority of them are not up to the demand we have made upon them. The ability to teach well in any department is a gift, notably so in music ; and nature has not imparted to all those even who have proved themselves most competent and efficient workers in other departments, the musical sense in such degree as to make them successful instructors in this. It is the concurring testimony of the superintendent, and of the masters and teachers, that we are falling below the standard we have heretofore maintained; and it is the judgment of them all, and of your Committee, that, if our past enviable position is to be regained and held, a special instructor is the imperative need of the schools. In this judgment, moreover, we think the citizens of Newton will coincide. If music is to be taught at all in our schools, it would seem to be only the dictate of common prudence that it should be so taught as to justify the money outlay. The business- world has long since recognized the principle, that it is wiser to expend a dollar and get a return of one and a half, than to pay ninety cents and get back only seventy- five. Either let us abandon altogether this department as a branch of public education, or so teach it as to warrant the expense. This Board have shown their readiness to do the latter, and voted, a year ago, - in response to a numerously-signed petition asking it, - to retrace their steps, and recall the special instructor to his work. But the pecuniary means needed to do it were refused by the Common Council, and the project failed. In this action we do not believe they would be sustained by their constituents. The intelligent interest in music throughout all this region, - which is largely due to our public-school instruction, - the love for it as a


74


REPORT OF SCHOOL COMMITTEE.


means of refinement and a perennial source of pleasure, the pride justly felt in the world-wide reputation of our community for musical culture, all forbid that we should sacrifice to a supposed economy this branch of our public-school instruction. The experience, moreover, of other cities and towns who have made the same experiment with us, and with the same disastrous re- sults, but who, unlike us, have reversed their action, and returned to special instruction, is an added argu- ment in the same direction.


In behalf of the Committee.


AMOS E. LAWRENCE, Chairman.


EVENING SCHOOLS.


THE Committee on Evening Schools report that they re-opened the evening school for men and boys in the Lincoln building, Ward 1, on the evening of Oct. 14, 1878. The school continued until Feb. 21, 1879, three nights each week, except at Christmas-time, making forty-six nights in all. The number of pupils enrolled was seventy. The nationality was: Irish, 40; Ameri- cans, 25 ; French, 1; Canadian, 1 ; Unknown, 3; Total, 70.


The average attendance was fifteen each night; but the variation was from five to forty-four.


For a part of the time there were three teachers employed, and, as the attendance demanded it, one or two others were engaged for short periods.


The instruction given ranged from teaching the alphabet to lessons in book-keeping.


GEO. W. SHINN, Chairman. LINCOLN R. STONE.


SUPERINTENDENT'S REPORT.


TO HIS HONOR THE MAYOR AND THE SCHOOL COMMITTEE OF NEWTON.


Gentlemen, - The report of the superintendent of the public schools of Newton, for the year ending Sept. 1, 1879, is herewith respectfully submitted : -


SUMMARY OF STATEMENTS


FOR THE SCHOOL-YEAR ENDING JUNE 30, 1879.


I. - POPULATION.


Population of the city, State census, 1875 16,105


Number of persons in the city between five and fifteen years of age May 1, 1879 . 3,028


Number of persons in the city between five and fifteen years of age May 1, 1878 .


2,846


Increase for the year


182


II. - SCHOOLS.


Districts supervised by principals . 4 .


Districts supervised by committees


6


High School, - both sexes


.


1


Grammar-schools, - both sexes


2


Grammar and primary .


11


Primary


3


Whole number day schools


17


Number of evening schools


1


Number of evening drawing-schools


2


III. - SCHOOLHOUSES.


Number of schoolhouses for High School 1 Seats 300


77


SUPERINTENDENT'S REPORT.


Schoolhouses for grammar and primary grades 17


3,376 Sittings


IV. - TEACHERS.


Number of teachers in High School 8 (Male, 4 ; female, 3.)


Number of teachers in grammar grades . 29


(Male, 4 ; female, 25.)


Number of teachers in primary grades . 50


(Male, 0 ; female, 50.)


Number of teachers having primary and grammar grades, 10


Whole number of teachers in day schools 77


Whole number of teachers in evening schools . 5


3


Special teachers


(Calisthenics, 1; drawing, 1; military, 1.)


Whole number of teachers


85


V. - PUPILS.


Number of different pupils enrolled 1879 . 3,397


Number of different pupils enrolled 1878 . 3,359


Increase


38


Average number of pupils belonging for the year . · 2,791.7


Average number of pupils belonging for the year 1878 2,740


Increase


51.7


Average daily attendance (day schools) . 2,540.9


Average daily attendance 1878


2,527


Increase 13.9


Average daily absence (day schools)


250.8


Average per cent attendance . 91


Average number belonging to High School


253.2


Average daily attendance at High School


232.7


Per cent of attendance at High School


94


Day schools - Tuition


$60,601 75


Incidentals


9,380 29


Total cost


$69,982 04


78


REPORT OF SCHOOL COMMITTEE.


Amount appropriated by city council : -


Salaries and officers, janitor, and fuel


$70,769 71


Dog-tax 1,014 30


Incidentals


9,116 21


Unexpended balance


000 00


Total


$80,900 22


Total appropriations city expenses


$367,850 00


Per cent appropriated for schools 1878


.219


Per cent appropriated for schools 1879


.219


Valuation of city May, 1878 : -


Real


$17,456,655 00


Personal


6,333,697 00


$23,787,352 00


Per cent valuation expended for schools .


.00345


Total expenditures for schools


$82,260 08 . $24 22


Expense per capita whole number pupils enrolled .


[For further details see secretary's report. ]


PROMOTION.


GRAMMAR AND PRIMARY GRADES. Per cent of Pupils in each Grade.


GRADES.


DATE.


Total.


I.


II.


III.


IV.


V.


VI.


VII.


VIII.


IX.


September, 1873


19.8


12.5


12.1


15.6


12.8


11.1


6.5


5.5


4 100


September, 1876


14.6


14.7


12.9


16.1


10.S


9.7


10


6.3


4.9


100


September, 1877


15.9


12.1


13.6


14


14.8


8.5


8


7.5


4.7


100


September, 1878


16.2


13.1


11.5


12.8


14.8


11.3


7.3


7.1


5.9


100


September, 1879


16.1


13.6


13.4


11.1


12.8


11


10.1


6


5.9


100


Number in each Grade.


GRADES.


DATE.


Total.


I.


II.


III.


IV.


V.


VI.


VII.


VIII.


IX.


September, 1873


498


316


304


390


323


280


163


137


101


2,512


September, 1876


380


383


338


420


282


252


261


165


129


2,610


September, 1877


424


321


361


398


394


225


214


199


126


2,662


September, 1878


428


347


306


341


392


300


194


190


157


2,655


September, 1879


431


365


359


298


344


294


271


159


157


2,678


79


SUPERINTENDENT'S REPORT.


Number in each Grade by Districts, September, 1878-79.


GRADES.


DISTRICTS.


Total.


I.


II.


III.


IV.


V.


VI.


VII. VIII.


IX.


Newton, 1877 .


67


53


54


85


74


48


44


38


18


481


1878.


59


66


49


56


87


49


48


53


28


495


66


1879.


66


71


69


44


71


56


63


28


45


513


Newtonville, 1877


111


81


85


84


81


34


61


41


19


597


1878


88


93


69


74


87


51


36


42


39


579


1879


80


90


99


60


71


67


40


32


40


579


West Newton, 1877


71


51


75


60


86


43


32


36


29


483


66


1878


84


50


57


63


65


80


27


27


29


482


66


1879


82


58


48


49


77


40


. 66


31


18


469


Newton Centre, 1877 .


127


104


110


123


101


61


56


50


29


761


66


1878


134


104


104


113


105


80


56


46


32


774


66


1879 .


160


101


103


106


96


88


67


41


36


798


L. Falls, Aub'dale, '77,


48


32


37


46


52


39


21


34


31


340


63


34


27


35


48


40


27


22


29


325


'79,


43


45


40


39


29


43


35


27


18


319


Totals, 1877


424


321


361


398


394


225


214


199


126


2,662


66


1878


.


428


347


306


341


392


300


194


190


157


2,655


66


1879


431


365


359


298


344


294


271


159


157


2,678


Per cent by Districts, September, 1878-79.


GRADES.


DISTRICTS.


Total.


I.


II.


III.


IV. V.


VI.


VII.


VIII.


IX.


Newton, 1877 .


13.9


11


11.2


17.7


15.4


10


9.1


7.9


3.8


100


1878.


11.9


13.3


9.9


11.3


17.6


9.9


9.7


10.7


5.7


100


66


1879.


13


13.9


13.4


8.6


13 9


10.9


12.4


5.5


8.4


100


Newtonville, 1877


18.8


13.5


14.2


14.1


13.5


5.7


10.2


6.9


3.2


100


66


1878


15.2


16


11.9


12.8


15


8.8


6.3


7.3


6.7


100


66


1879


13.7


15.5


17.1


10.4


12.4


11.6


6.9


5.5


6.9


100


West Newton, 1877


14.7


10.6


15.5


12.4


17.8


8.9


6.6


7.5


6


100


66


1878


17.4


10.4


11.8


13.1


13.5


16.6


5.6


5.6


6


100


66


1879.


17.5


12.4


10.2


10.4


16.4


8.5


14.1


6.6


3.9


100


Newton Centre, 1877 .


16.7


13.7


14.5


16.2


13.2


8


7.3


6.6


3.8


100


66


1878 .


17.3


13.4


13.4


14.6


13.5


10.4


7.2


6


4.2


100


66


1879 .


20.1


12.7


12.9


13.3


12.0


11.0


8.4


5.1


4.5


100


L. Falls, Aub'dale, '77,


14.1


9.4


10.9


13.5


15.8


11.5


6.2


10


8.1


100


'78,


19.4


10.5


8.2


10.8


14.8


12.3


8.3


6.8


8.9


100


66


'79,


13.5


14.1


12.5


12.2


9.1


13.5


11.0


8.5


5.6


100


.


.


.


66


'78,


66


80


Primary, Grammar, and High Schools, September, 1879 .


GRADE.


I.


II.


III.


IV.


V.


VI.


VII.


VIII.


IX.


Number.


Years.


Mos.


Years.


Mos.


Number.


Years.


Mos.


Years.


Mos.


Years.


Mos.


Number.


Years.


Mos.


Number.


Years.


Mos.


Years.


Mos.


Number.


Years.


Mos.


Total.


Mason .


· / 1879 .


68


5


6


40


3


47


8


4


54


9


6


47


11


3 1


42 52


11 11


4


13


3


25


14 13


2


18


14


2


380 405


( 1878 .


47


5


9


42


7


2


48


8


6


55


9


4


59


10


10


8


24


11


6


13


12


2


16


13


5


10 14


14 14


1


225


Prospect .


5


5


6


11


31


6


8


30


9


6


26


10


11


26


11


4


16


12


5


14


13


.


3


15


8


4


25


9


8


14


11


14


11


11


·


. .


..


..


. .


. .


. .


.


6


. .


15


7


1


16


8


5


16


10


2


22


10


8


11


1


..


. .


.


.


. .


8


9


3


· .


..


. .


..


. .


. .


. .


..


. .


..


.


.


.


..


9


7


1


8


8


..


..


..


4


9


9


3


10 10


11 11


2


13


.


..


. .


. .


13 13


4 1


14 14


8


25


Oak Hill .


( 1878 . · ) 1879 .


4


6


..


10


6


8


2


7


1


8


4


6


10


2


1


11


23


10


5


8


11


A


11


11


11


5


11


8


7


9 1


10


8


8


9


2


7


11


10


24


11


6


6


12


7


10


. 13


5


.


. .


..


Hamilton .


15


5


6


8


6


2 1


26 37


7


5


30


8


10


8


10


7


32 19


12 11


16 29


12 13


22 17


14 14


4 2


16 18


15 14


? 9


222


Williams ·


( 1878 . · ) 1879 .


43


6


7


3


19


8


8


9


9


11


4


2


01


4


6 10


27 31


13 13


10 9


29 18


14 14


9 1


155


Peirce


( 1878 . · 1879 . ·


..


. .


. .


.


. .


.


·


..


..


.


. .


. .


. .


. .


38 10


12 12


27 66


12 12


. .


.


..


. .


Franklin .


$ 1878 . · 1879 .


27 42


5 5


2 6


24 11


6 6


6 9


29 23


8 7


6


18 25


9 9


5 3


24 40


10 10


4 8


. .


. .


.


. . : :


.


.


. .


.


:


..


..


.


141


REPORT OF SCHOOL COMMITTEE.


SCHOOL.


Av.Age.


Av.Age.


Av.Age.


Av.Age.


Av.Age.


Av.Age.


Av.Age


Av Age.


Av.Age.


Number.


Number.


6


21


15


..


( 1878 . · ) 187.9 .


35 35


5


36 35


2


33


8


4


29


9


5


29


1


227


Hyde . .


29


$ 1878 . · 1879.


23 18


4


8


8


2


7


3


.


..


8


8


10


9


·


..


.


.


41


11


5


6


.


.


·


. .


..


:


. .


122


..


..


35


.


· .


. .


1


21


.


2


12


8


2 2


3


13


14


.


101 97


( 1878 . · ¿ 1879 .


20


10


16


7


106


§ 1878 . · ) 1879 .


25


.


39


Thompsonville


.


..


10


11 51


12


7


28


109


·


224


25 22


25 22


28


6


162


..


Number.


Number.


10 10


SUPERINTENDENT'S REPORT.


Davis . .


( 1878 . · ¿ 1879 . 40


57


6


2


7


1


7 4


1 28 25


8 8


4 11


45 24


9 9


11 6


37


10


11


:


.


: :


.. : :


. . : :


·


. .


. .


6


1


7


19 33


. . 6


21 31


8 8


7 11


16 17


9 9


8 6


.. . .


. . . .


..


10


13


1


42 32


12 13


9 1


39 40


14 14


5 10 158 172


Adams


1878 . · 1879 . 9


21


6


11


6 5


3 10


31 23


7 7


4 2


15 28 8 8


3 5


24 15


9 9


45 35


10 10


10 4


24 34


12 11


4 9


24 9


12 3


3 10


.. ..


. .


..


..


Claflin


.


1878 . · 1879 . ( 1878. · 1879 . ( 1878 . · ) 1879 .


51 50


5 6


6


43 34


7 7


33 40


8 9


9 1


34 28


10 10


6 4


42 36 87 1


11 11 11 11


8 4 1 2


27 33 49 56


11 11


10 10


48 63


12 13


9 4


53 28


13 13


8 11


28 45


14 14


3


321 307


Bigelow .


..


.


. .


. .


. .


:


. .


..


.. ..


56 44


9 9


9 8


·


. .


. .


. .


. .


. .


..


.


..


..


..


·


6


1


50 54


77


7 6


45 50


8 8


2 9


4 19


8 8


2 5


..


.


..


·


.


.


..


·


.


.


..


.


.


.


.


. .


35 52


Lincoln .


15 16


10 5,


6


16 17


7


..


306 359


8


6


9


9


10


300 11-294


12 11


. 8


1194 271


12 13


190 159


13 13


14 14


5


2,655 2,678


Total .


§ 1878 · 1879 .


428 431


6 5


. 9


347 365


1


3


8


4


341 298


9


9


10


11


High


[ 1878 . · 1879 .


35 36


18 17


53 60


18 77


1


76 72


16 16


+ 3


96 127


15 15



Special


10


18


2


Total . Total . .


. 260 . 305


. 2,993


Total, 1878, 2,655 ; including High


.


. 2,915


Total, 1879, 2678 ; including High


.


.


.


. .


.


..


.


..


:


. .


. .


..


. .


..


..


..


..


.


.


..


..


..


.


..


139 154


Underwood


( 1878 . · 1879 . ( 1878 . · 1879 .


44 50


6


5


.


. .


..


..


· 8 1


.


·


·


..


.


..


. .


7


3


Increase, 1879 . 23


.


.


2


12


. .


..


198 173


179 165 242 242


Jackson .


11 12


11


12 21


12 12


9 6


..


81


..


..


··


. .


6


. .


5


7 157


392 344


7-157


..


.


6


: :


26 47


16 21


2


..


82


REPORT OF SCHOOL COMMITTEE.


ATTENDANCE.


The attendance - ninety-one per cent-is by itself the indication of interest on the part of the pupils in school- work, and also of the faithfulness of the teacher in maintain- ing a commendable interest therein. As compared with other places, Newton holds a high rank both as to the per cent of attendance of her school population and the per cent attend- ance of whole number enrolled.


Perhaps in no one matter is the interest of the teacher in school-work more manifest than in the vigilance shown in promptly looking up all cases of absentees. Though the repeated cases of absence without cause are few in number throughout the city, it is not forgotten that all such cases are the most deserving of attention ; and pupils making such a record need more than others the influences of the school- room. The watchfulness of the teachers in this direction merits the highest commendation. Failure on the part of a teacher to inquire at once into the cause of absence is a failure of grave importance, not only to the pupil, but to the whole school.


SCHOOLHOUSES.


During vacation, the schoolhouses and grounds received all necessary repairs. And here it may not be amiss to state, that, next after good teaching, the school accommodations of Newton have contributed to the excellent results of her school system. With ample seating capacity, her school- houses are located at points of easy access, their number obviating the necessity of very large buildings with over- grown schools, and crowded rooms. While the buildings are generous in proportions for the number of pupils to be ac- commodated, the number of pupils to a school, as will be seen by reference to the table of attendance by classes, is not such as to require that strict semi-military discipline in and about the premises that is no less a restraint upon the pleasure and development of the pupil physically than it is weari- some and cramping to his mental and moral progress. In


83


SUPERINTENDENT'S REPORT.


brief, the size of the schools is admirably adapted to a free and full development of the pupils under a minimum of restriction upon all their activities. In this respect the city is most fortunate.


With pleasant schoolrooms and ample play-grounds, both tastefully ornamented, - and the former generously supplied with needful aids to illustrate and diversify the daily tasks, - and abundant material for work of teacher and pupil, results of a high order are only a just and reasonable expectation.


TEACHERS.


With excellent accommodations, and most liberal supplies of incidentals, to maintain the schools uninterruptedly at a high standard of excellence, great care must be exercised in the selection of teachers to fill the vacancies from sickness, resignation, or other cause. Until our normal schools grant their diplomas to those only who have distinguished them- selves for aptness to teach, as well as for scholarship and good endeavor, we have no sure source of supply of good teachers to take the places of experienced teachers, causing vacancies.


With many names upon our list of applicants, it is no small difficulty to select with confidence one who will unquestion- ably prove a success in our schools. We have found but few among those assisting as apprentice-teachers who have shown first-rate ability to teach ; and, so far as opportunity offered, they have been employed as regular teachers. The plan adopted by the Board, of allowing the graduates of the High School to serve as apprentices, would undoubtedly secure much excellent talent for the schools ; but, to be a complete success, several considerations must receive the attention of the Board, among which are the following : -


1. The apprentices must have shown a good record at the High School.


2. Must be as constant and regular in their work as the regular teacher.


3. Must pursue a course of study or reading during the apprenticeship, prescribed by the superintendent.


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REPORT OF SCHOOL COMMITTEE.


4. They must meet as a class, and discuss matters pertain- ing to teaching and school-work, as often as the superintend- ent may require.


5. Others than graduates of the High School, when prop- erly qualified, may be permitted to join the class.


6. Those who have served a reasonable time, and shown the required skill, shall have the preference with the Board in the election of teachers.


With a clear understanding of what is required, and the possible end to be attained, we have no doubt much talent, trained in the ways and methods of our schools, may be secured. But, to succeed in this, the responsibility of select- ing teachers for any given class ought to be definitely fixed, and the failure of a teacher to perform the work assigned should be reported from the same source.


The method of filling vacancies as they occur, either tem- porarily or permanently, deserves the early attention of the Board. Frequent embarrassment has arisen in attempting to fill vacancies requiring immediate action. An examination of candidates, or their credentials, at stated times, - say once or twice during the year, - would relieve the question of much of its present difficulty.


TEACHERS' MEETING.


Teachers' meetings have been held, as required by the Rules and Regulations. Much good results from the occa- sional interchange of views upon the work of the several grades. And the full attendance upon the grade-meetings indicates a clear purpose, on the part of the teachers, to maintain a high professional rank. Teachers who cannot find time to attend these cannot generally find time to improve their methods. The interest usually manifested at these meetings, as to the work to be done, and the methods of doing it, fully justifies the wisdom of the regulation estab- lishing them. During the past year they have by no means fallen off in interest or profit, or in attendance. Absences therefrom have generally been promptly and satisfactorily explained.


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SUPERINTENDENT'S REPORT.


INSTRUCTION. - PROMOTION.


While following the course of study adopted by the Board as to the prescribed stages of promotion, it has been found necessary, in exceptional cases, to allow a certain degree of elasticity to promote the best interests of the pupils and the school. To remove all cause for misunder- standing as to the matter of promotion, a few words upon the policy advised by the superintendent in the matter of instruction of the individual classes may not be amiss. The frequently well-founded complaint against the graded system, that there is danger of magnifying the school at the expense of the pupil, when the number of pupils in attendance will not warrant separate classes for each grade, cannot be made against the schools of Newton. It has been the aim of the superintendent to strengthen the opinion, among teachers of every grade, that the necessity of two classes or grades in one room to a single teacher is a positive advantage rather than a disadvantage. This opinion is entertained by many of our ablest educators, and. we believe, is now held by almost all of our teachers. A very small number only, who have not time to do the work of a single grade, and never will have time, without change of methods, to attain their ideal results, hold to the contrary opinion.


Again : the most skilful teachers, with but one grade of forty or fifty pupils, do not attempt to treat them as a single pupil, all studying or attending to the same point at the same time. It is clear, that, by such a course, one-half of the time must be lost to the pupil, and therefore the class is made into, at least, four sections : while one section recites, the remaining three study, thus doubling the time for recitation and study both. Such a division gives room for extra work to the more mature, and the needed assistance to the more backward.


Active, competent teachers, who are always prepared to conduct their recitations independently of the text-book, can render all required help to their pupils while a portion are


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REPORT OF SCHOOL COMMITTEE.


reciting, can see that they are not wasting their time, and judiciously aid them in their work at the proper moment. As a rule, work that is not done at the proper time is never done. The proper time for school-work is from nine to twelve and from two to four ; and to learn to do their work at the proper time, to be prompt in attendance at school, and to prepare the task assigned in the hour given to it, is really to influence the life of the pupil more than any thing else to be learned at school, perhaps more than all else. To allow a pupil to remain idle habitually in school, and expect to reform him to good work by aiding him out of school- hours, is to defeat an important end of school-life, - the for- mation of habits of industry and punctuality. When the teacher substitutes the assigning of lessons and the hearing of them for the higher duties of inspiring a love for learning by all the ways that skill and tact always readily devise, and the stimulating of each pupil to a healthful activity, it takes but a short time for the very genius of dulness to gain full possession of the class, while all thought and effort of mem- ory become wearisome, difficult, and impossible. Neither the teacher nor the class can do the pupil's work : he must do it for himself; and while it is true that he must do it, the methods by which he is compelled to it distinguish clearly the power and rank of the teacher. No pupil is at his best, working under fear, - whether from fear of punishment, or loss of rank. The highest results are obtained when the pupil's conscious progress is the sufficient stimulus to greater exer- tion. To desire to learn something is the child's normal con- dition ; to succeed gives him pleasure, and encourages effort. To so apportion the work and agreeably diversify it as to quicken the pupil's interest therein tests the skill of the teach- er. The pupil will not fail to share the enthusiasm of the teacher; and on this account the skilful teacher makes the school, irrespective of per cents, methods, and courses of study. A genuine love for the work will always find a way of doing it; if not by one of the many already known, it will invent one of its own.


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SUPERINTENDENT'S REPORT.


Occasionally an inexperienced or wearied teacher thinks this or that cannot be done, there is not time. Let us see. In our modern public-school system, the child enters at the average age of six years. If he leaves the grammar-school at fifteen, nearly one-quarter of his life is gone in school and vacation; if he leaves the high school at nineteen, and col- lege at twenty-three, one-third of his life is gone ; and ought he not at each of these stages to have accomplished much to prepare him well for the next half or third, which will be the limited amount he can give to greatest activity ? For during school-life his studies are supposed to task him so severely, that his vacations must be given to recreation ; and he is in no little danger of passing the golden period of his life with- out acquiring habits of voluntary industry, or becoming con- scious of the countless possibilities within the scope of his own powers. Time is not wanting to accomplish all and more than the course of study demands ; only a better knowl- edge of how to use it is occasionally needed.




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